Daniel's Approach to Planning
Planning is an essential part of a blended teacher’s practice. In blended environments, where students can be at different points in a course on various modalities, blended teachers need to be very intentional about how they plan. Check out the video below to see how Daniel plans for instruction in his blended classroom.
A blended teacher’s personal mindsets shape his decisions as an educator. These mindsets influence general pedagogies, instructional approaches, and short-term decision making, alike. Check out how Ben’s mindsets have helped to shape his blended instruction.
Many students fall behind the class pace as the school year progresses, so I build in time to the class schedule for students to catch up. Before or after a break or towards the end of a trimester I won't move the lesson pace forward, giving students the opportunity to get back on pace.
A huge benefit to operating in a blended learning setting is the ability to instantly generate data and make decisions based on the outcomes. As the class progresses, I can stay up to date with collaborative assignments on google docs/sheets/slides, while simultaneously checking how students respond to multiple choice questions I’ve assigned through socrative and CFUs embedded in video lessons through eduCanon. When formative assessment is ingrained as part of the learning process, students become more accustomed to feedback and get better at revising work to produce higher-quality finished products. Group interventions also establishes a collaborative environment between students and teacher where both parties are trying to accomplish the same goal - master difficult chemistry content. There’s nothing as powerful as targeted feedback, and in person check ups with each group serve to give students the support they need, exactly when they need it. Having a direct communication avenue between students and teacher enables students who feel unsure about their work to direct questions to me geared at clearing up misconceptions.